Creating Significant Learning Experiences across Disciplines
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| Title: | Creating Significant Learning Experiences across Disciplines |
|---|---|
| Language: | English |
| Authors: | Levine, Laura E., Fallahi, Carolyn R., Nicoll-Senft, Joan M. |
| Source: | College Teaching. Fall 2008 56(4):247-254. |
| Availability: | Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 8 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Learning Strategies, Classification, Educational Technology, Student Evaluation, Course Content, Curriculum Design, Interdisciplinary Approach, Learning Experience, Meta Analysis |
| DOI: | 10.3200/CTCH.56.4.247-254 |
| ISSN: | 8756-7555 |
| Abstract: | The purpose of this study was to use Fink's (2003) taxonomy of significant learning to redesign courses and assess student learning. Significant improvements were found across the semester for students in the six courses, but there were differences in which taxa showed improvement in each course. The meta-analysis showed significant, positive changes across disciplines in the areas of foundational knowledge, application, human dimension, and learning how to learn. This study provides support for Fink's taxonomy in which significant learning can be achieved through course redesign. (Contains 3 tables.) |
| Abstractor: | As Provided |
| Number of References: | 11 |
| Entry Date: | 2008 |
| Accession Number: | EJ812496 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to use Fink's (2003) taxonomy of significant learning to redesign courses and assess student learning. Significant improvements were found across the semester for students in the six courses, but there were differences in which taxa showed improvement in each course. The meta-analysis showed significant, positive changes across disciplines in the areas of foundational knowledge, application, human dimension, and learning how to learn. This study provides support for Fink's taxonomy in which significant learning can be achieved through course redesign. (Contains 3 tables.) |
|---|---|
| ISSN: | 8756-7555 |
| DOI: | 10.3200/CTCH.56.4.247-254 |
